Brief Introduction

Educational resources which are educational inputs are vital to the teaching of any subjects in the school curriculum. Resources in the school system include both human and non-human (materials) resources which contribute in part to effective teaching and learning.

According to Daluba (2012), resources for teaching science include human (e.g teaching and non-teaching staff), laboratory, library, classroom, and aids. Offormate (2007) suggested the need to use modern and standard resources for teaching science because this enhances effective teaching and learning. Danjuma and Adeleye (2015) in a study on the availability of instructional resources observed that most secondary schools in Nigeria lack adequate resources for teaching arid learning science.

The availability of resources determines the method adopted in teaching and learning science which also influences learning achievement. Most science teachers often adopt teaching styles that lead to rote learning and memorization of facts and knowledge as opposed to the more effective practical, hands-on approach.

Thus ineffective approach has always been associated with a lack of instructional material or resources. The negative effect hinders our National Development as science is said to be the bedrock of scientific and technological development of any nation. Moreover, Biology as one of the science subjects is very wide in content and seems difficult to learn by many students (Ajilah, 2009).

Table of Contents

Title Page – – – – – – – i
Certification – – – – – – ii
Dedication – – – – – – – iii
Acknowledgements – – – – – iv
Abstract – – – – – – – – vi
Table of Contents – – – – – – vii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study – – – – 1
1.2 Statement of the Problem – – – – 5
1.3 Purpose of the study – – – – – 7
1.4 Significance of the Study – – – – 8
1.5 Research Questions – – – – – 8
1.6 Limitation of the Study – – – – 9
1.7 Delimitation of the Study – – – – 9
1.8 Definition of Terms – – – – – 10

CHAPTER TWO: LITERATURE REVIEW
2.1 Concept of Educational Resources Availability and Utilization in Teaching of Science (Biology) – 12
2.2 Laboratory Resources Availability and Utilization in Teaching Biology – – – – – – 16
2.3 Availability of Teaching aids and Utilization in Teaching of Biology – – – – – – – 18
2.4 Teachers Quality and the Teaching of Biology – 22
2.5 Library Materials Availability and Utilization in Teaching Biology – – – – – – – 25
2.6 Summary of Literature Review – – – 28
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study – – – – – 30
3.2 Research Design – – – – – – 31
3.3 Population of the Study – – – – 31
3.4 Sample and Sampling Techniques – – – 31
3.5 Instrumentation – – – – – – 32
3.6 Validation of Instrument – – – – 32
3.7 Reliability of the Instrument – – – – 33
3.8 Administration of Instrument – – – – 33
3.9 Scoring of the instrument – – – – 34
3.10 Method of Data Analysis – – – – 34
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis – – – – – – 35
4.2 Discussion of Findings – – – – – 41
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary – – – – – – 44
5.2 Recommendations – – – – – – 45
5.3 Conclusions – – – – – 46
References
Appendices